The Impact of a Hospital-Based Educational Program Based on the Health Belief Model on Self-Care Behaviors of Heart Failure Patients

Kaveh, Mohammad Hossein; Khoramaki, Zakieh; Kojouri, Javad; Keshavarzi, Sareh

doi:10.5812/ircmj.36676

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…The third outcome variable in this study is the rate of readmissions of heart failure patients after teach-back education. Kaveh et al [ 55 ] report that, during hospitalization, the patient's concern about recurrence of heart disease increases his/her adherence to self-care behaviors, but with the improvement of clinical conditions, it is predicted that recurrence and readmission will occur due to reduced adherence to treatment regimens [ 55 ]. Regarding readmission, the present study shows that teach-back education reduces the frequency of readmission of HF patients to the hospital.…”

Section: Discussionmentioning

confidence: 99%

The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients

Rahmani

Vahedian‐Azimi

Sirati-Nir

et al. 2020

Cardiology Research and Practice

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Background. Among chronic diseases, heart failure has always been a serious challenge imposing high costs on health systems and societies. Therefore, nurses should adopt new educational strategies to improve self-care behaviors and reduce the readmissions in heart failure patients. This study aimed to determine the effect of the teach-back method on knowledge, performance, readmission, and quality of life in these patients. Methods. This clinical trial was conducted in patients with heart failure (n = 70) hospitalized in the internal wards of the Baqiyatallah al-Azam Medical Center in Tehran (2019). Routine discharge educations were provided in control patients. Self-care topics were taught to the intervention groups by the teach-back method. A cardiac self-care questionnaire was used to assess the knowledge and practice of patients immediately after intervention and three months after patient discharge. Also, SF-36 was presented to each patient. Readmission(s) and quality of life were followed up by telephone interviews three months after patient discharge. Repeated measures analysis of variance and related post-hoc tests were performed for within-group comparisons before, immediately after, and 3 months after teach-back education. Wilks’ lambda multivariate tests were conducted for simultaneous comparison of quality of life subscales between intervention and control groups. Also, logistic regressions were after controlling for baseline measures and confounders. Results. Findings showed significant improvement in the patients’ knowledge and performance immediately after teach-back education, though this effect was slow in the long term after discharge. Also, the frequency of readmissions decreased and the quality of life (except physical function) increased in the patients through teach-back education. By controlling for the pretest effect, the posttest scores for the relevant components of the quality of life suggested improvement in both intervention and control patients. This improvement in the quality of life was confirmed by controlling for baseline measurements using binary logistic regression analysis. Conclusion. Teach-back education improved patients’ knowledge and performance, readmission frequency, and quality of life.

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Section: Discussionmentioning

confidence: 99%

The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients

Rahmani

Vahedian‐Azimi

Sirati-Nir

et al. 2020

Cardiology Research and Practice

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“…The participants with heart failure (HF),[ 26 27 28 29 30 31 32 33 ] coronary heart disease (CHD),[ 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 ] hypertension (HTN),[ 13 39 40 41 42 43 44 ] coronary artery bypass graft (CABG),[ 20 45 46 47 48 ] myocardial infarctions (MI),[ 17 19 49 50 51 ] patients with pacemaker,[ 52 ] heart valve disease,[ 53 ] and cardiac rehabilitation[ 18 ] were highest and lowest target groups in studied papers, respectively. The detailed characteristics of included studies are revealed in [ Table 2 ].…”

Section: Resultsmentioning

confidence: 99%

“…In general, study results revealed that theory-based interventions were effective in all types of outcomes among studies target groups. [ 13 14 15 20 26 27 28 29 30 31 32 33 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 ] Improving awareness and information in chronic conditions as CVDs results in achieving practical outcomes such as follow-up, adherence to self-care and self-management behaviors, promoting QoL, and healthy lifestyle. A targeted multimedia educational intervention can be effective in reducing the adverse effects of chronic diseases.…”

Section: Discussionmentioning

confidence: 99%

Application of health education and promotion theory-based interventions on patients with cardiovascular disease

Mohebbi

Sabouri

Tol

2021

Journal of Education and Health Promotion

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BACKGROUND: Adopting healthy behaviors can lead to better outcomes which can deeply impact cardiovascular diseases (CVDs) development; consequently, tailoring appropriate theory-based interventions may improve various outcomes among patients at CV risks. This study aimed to assess published researches on the application of health education and promotion of intrapersonal and interpersonal theories/models’ interventions on patients with CVD. MATERIALS AND METHODS: In this systematic review, PubMed, Web of Science, Google Scholar, Scopus, Science Direct, and SID, Magiran databases for English and Persian studies were searched using relevant keywords, respectively. We searched for interventional studies published with no time limits until the end of 2020 assessing the application of health education and promotion theories/models interventions on adult patients with CVDs. Two reviewers individually reviewed abstracts/full-text articles to assess inclusion according to predefined criteria. In case of discrepancy between the two researchers, a third expert was requested to assess papers, and final selection decision was made based on the agreement among the three evaluators. This systematic review was conducted using the following data extraction steps and assessing the quality of the studies and results. RESULTS: From 60 articles, 35 studies met inclusion criteria. Most interventions improved at least some educational including models constructs (20%), clinical (14.2%), and practical (88.5%) outcome related to CVDs. It is noted that attention to educational, practical, and clinical outcomes was focused in published papers, respectively. Furthermore, based on the study categorization using models, some CVDs and theories/models were more concerned compared to others. CONCLUSIONS: Health education and promotion theory-based interventions on patients with CVD appeared beneficial in the most published paper.

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“…48-50 For example, patients with HF assigned to an educational intervention reported significant improvements in HBM elements of self-care. 51,52 No changes were observed in controls. However, explicit information that describes how theory was used in the design of interventions and that links intervention techniques to theory is often lacking, 45 despite the availability of frameworks that can be implemented to assist in this process.…”

Section: Change Agents In Self-care Interventionsmentioning

confidence: 91%

Self-Care Interventions That Reduce Hospital Readmissions in Patients With Heart Failure; Towards the Identification of Change Agents

Toukhsati

Jaarsma

Babu

et al. 2019

Clin Med Insights Cardiol

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Unplanned hospital readmissions are the most important, preventable cost in heart failure (HF) health economics. Current professional guidelines recommend that patient self-care is an important means by which to reduce this burden. Patients with HF should be engaged in their care such as by detecting, monitoring, and managing their symptoms. A variety of educational and behavioural interventions have been designed and implemented by health care providers to encourage and support patient self-care. Meta-analyses support the use of self-care interventions to improve patient self-care and reduce hospital readmissions; however, efficacy is variable. The aim of this review was to explore methods to achieve greater clarity and consistency in the development and reporting of self-care interventions to enable ‘change agents’ to be identified. We conclude that advancement in this field requires more explicit integration and reporting on the behaviour change theories that inform the design of self-care interventions and the selection of behaviour change techniques. The systematic application of validated checklists, such as the Theory Coding Scheme and the CALO-RE taxonomy, will improve the systematic testing and refinement of interventions to enable ‘change agent/s’ to be identified and optimised.

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The Impact of a Hospital-Based Educational Program Based on the Health Belief Model on Self-Care Behaviors of Heart Failure Patients

Cited by 5 publications

References 19 publications

The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients

The Effect of the Teach-Back Method on Knowledge, Performance, Readmission, and Quality of Life in Heart Failure Patients

Application of health education and promotion theory-based interventions on patients with cardiovascular disease

Self-Care Interventions That Reduce Hospital Readmissions in Patients With Heart Failure; Towards the Identification of Change Agents

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